Student Tutors Research Articles

Breaking barriers, building understanding

In entering the digital realm, older adults face obstacles beyond the physical and cognitive barriers traditionally associated with accessibility. One of these obstacles, technology related anxiety, is particularly problematic because it discourages exploration and way finding, two behaviors critical to the development of digital literacy. We see opportunities to address this issue and bring isolated older adults into a larger digital community, while simultaneously offering our students with valuable first-hand experience learning about and addressing the challenges faced by capable people struggling with unfamiliar technology. Here, we describe our social-cognitive approach to training digital literacy skills, pairing university student tutors with learners from the local community.

Tutoría académica universitaria apoyada mediante WhatsApp: conocer sus ventajas y salvar sus desventajas

El presente artículo describe un proyecto de investigación e innovación docente que tiene como objetivo valorar el efecto del uso de la aplicación WhatsApp para el seguimiento y tutoría académica de los estudiantes universitarios de la Facultad de Educación de Murcia y de Extremadura. Los datos fueron recogidos a través de dos cuestionarios cumplimentados por los estudiantes antes y después del desarrollo de las asignaturas y aplicación del proyecto, un grupo de discusión con los docentes y el análisis del contenido de los mensajes enviados a través de la aplicación. Se analizaron los resultados obtenidos teniendo en cuenta la utilización y el uso de la aplicación, la satisfacción de los participantes y las ventajas e inconvenientes descritos. Los resultados muestran que se realiza un uso adecuado de la aplicación, se utiliza más que la tutoría convencional, se potencian sus ventajas y se debilitan sus inconvenientes y tanto las docentes como los estudiantes muestran altos niveles de satisfacción. Por tanto, podemos concluir que estamos ante una herramienta con un alto potencial para el apoyo a la tutoría académica. This paper describes a teaching research and innovation project whose aim is to assess the effect of using the WhatsApp application for monitoring and academic tutoring of university students of the Faculty of Education of Murcia and Extremadura. The data were collected through two questionnaires filled out by the students before and after the development of the subjects and application of the project, a discussion group with the teachers and the analysis of the content of the messages sent through the application. The results obtained were analyzed taking into account the use and use of the application, the satisfaction of the participants and the advantages and disadvantages described. The results show that proper use of the application is made, more than conventional tutoring, its advantages are enhanced and its disadvantages are weakened and both teachers and students show high levels of satisfaction. Therefore, we can conclude that we are facing a tool with a high potential for supporting academic tutoring.

RETRACTED: Data monitoring of athlete physical training based on FPGA processing system and machine vision

Things get a consistent smart gadget consistent with manufacturing, increase alertness, and consistent response is beneficial. An incredible model has an edge and rebounding vibration sensor. This will allow players to continually change their shots and input an error on their specific point and direction. This is not a chance, which provides the necessary makeup / Miss Capture clear images. Another innovative use of an accelerometer equivalent, which is a Field Programmable Gate Array (FPGA) wrist strap. This allows you to measure the ball's speed, leaving it to the second and moving hand. It works with shooting motion minor contacts to help players by shooting. A competitor source of information is usually different sensors (e.g., accelerometer or gyrator). One-step preparation of submitted start information from other sources is the combination information. The report provides a new method for measuring the combined preparation movement to ensure relevant information and prepare and investigate the game. To confirm the communication method's effectiveness, the goal plan is to frame education courses for tennis players in the investigation. The frame's primary function is found, and the travel depends on a tennis wear sensor assembly information packet from the wrist. Location and characteristics of tennis strokes can reduce the amount of spending time tutor students to find information. Self-entertainment athletes can take advantage of these functional advantages and the proposed method of determining and using the vector elements to create a Mel-frequency coefficient from Cestrum acceleration information.

Academic identities and their deployment within tutorials

Academics develop multiple identities as part of their learning and participation in social and professional communities. These academic identities are a strong influence on practice, including the approach to teaching. The first stage of this study uses a robust phenomenographic interview-based approach to develop a framework for the multiple identities of lecturers in nursing based in ten different UK universities. In a second stage, it then uses analysis of video stimulated recall interviews with the same ten lecturers in nursing based on video of one-to-one student tutorials. The first stage phenomenographic analysis generated a framework of five overlapping identities held by the lecturers in nursing as: clinical nurse practitioner; university teacher; scholar; researcher; and leader. The second stage thematic analysis focused on how the lecturers negotiated and foregrounded these different identities during their tutorials. Overall, the study contributes by providing insight into the influence of academic identities on pedagogy, revealing how the lecturers in nursing negotiated credibility with their students and positioned themselves as university-based professional educators. The study also provides useful insight into the largely hidden practice of the university tutorial, highlighting the relational nature of teaching adults and novice practitioners.

Computational Skills for Multivariable Thinking in Introductory Statistics

ABSTRACT Since the publishing of Nolan and Temple Lang’s “Computing in the Statistics Curriculum” in 2010, the American Statistical Association issued new recommendations in the revised GAISE college report. To reflect modern practice and technologies, they emphasize giving students experience with multivariable thinking. Students develop multivariable thinking when they analyze real data in the context of investigating research questions of interest, which typically involve complex relationships between many variables. Proficiency in a statistical programming language facilitates the development of multivariable thinking by giving students tools to investigate complex data on their own. However, learning a programming language in an introductory course is difficult for many students. In this article, we recommend a set of computational skills for introductory courses, demonstrate them using R tidyverse, and describe a classroom activity to develop computational skills and multivariable thinking. We provide a tidyverse tutorial for introductory students, our course guide, and classroom activities. Supplementary materials for this article are available online at https://github.com/bryaneadams/Computational-Skills-for-Multivariable-Thinking-in-Introductory-Statistics.

The Exploration of Background and Meaning of Publishing the “Double Reduction Policy”

The parents must reduce the expensive of education during the three-child policy. Meanwhile, high-quality development of vocational education provides the educate with many job opportunities. Besides, the competition during the area of education is serious and educational institutions have the unreasonable competition. Under the above background, Xi Jinping hosted the 19th meeting of the Commission for Deepening Overall Reform, and examined and adopted “the idea” about easing the burden of excessive homework and off-campus tutoring for students undergoing compulsory education” (referred to as “idea”). The “double reduction policy” included five aspects. Firstly, the quantity of homework must be decreased, and the burden of doing homework must be reduced. Secondly, schools try their best to improve the quality of after-school services, in order to ensure the better study of students at school. Thirdly, the government should adhere to strict governance and comprehensively standardize the conduct of off-campus training. Fourthly, the quality of teaching should be improved vigorously to ensure that students learn well at school. Fifthly, the relevant governance should be strengthened to promote the guarantee capability. The “double reduction policy” provides a political security for easing the burden of excessive homework and off-campus tutoring for students undergoing compulsory education. Meanwhile, it improves the school level. It is beneficial to strength the reform of education in the new era. Besides, it aids to regulate the educational institutions effectively. Last, the three-child policy is workable and vocational education can have the high-quality development.

Features of designing tutors for education master's training

The article discusses and details the features of designing the contents of the educational program of tutors’ master's training, implementing the accompaniment of students in the conditions of individualization of the educational process. Separately, factors affecting the content of the training curriculum at the university are considered. In addition, a significant segment of the study is devoted to the identification of topical areas which are "requesting" tutorials for students to implement their individual educational routes. The role of the modular approach in the design of the training curriculum for tutors in the master's degree for the education system has been revealed and updated. A special place in the structure of the study is occupied by the results of the development of professional competences of a tutor, based on professional functions formulated by employers in the professional standard, as well as the designed modular content of the training curriculum for the education system. This modular training design will ensure the formation of a set of professional competencies that ensure the tutor's readiness to implement design, methodical and accompanying activities in the space of modern education, including remote.

Texts rendering into a foreign language. Distant learning experience

This article examines the effectiveness of pedagogical techniques and means of stimulating educational motivation during the classes “Rendering and annotating text in a foreign language” in distant learning in higher education. Experimental training was conducted to test the effectiveness of the authors’ electronic text rendering tutorial for students learning Italian as a second language. The experiment was carried out among the 2-nd and 3-rd year students of the Linguistics department in the Institute of Foreign Languages of the RUDN University in the 2019-2020 and 2020-2021 academic years. Currently e-learning has successfully integrated into the system of traditional education and is no longer seen as an alternative. The authors of this article focused on a combination of resources and tools from the Microsoft Teams platform and elaborated tutorial on rendering to motivate learners with distant learning. The article describes pedagogical practices for enhancing the motivation of students. We are talking about texts for rendering all major genres, functional styles, various topics, taking into account the level of students’ preparedness. With the aim of involving students in rendering activities and active expression of their own opinion, the researchers used an “ interpretive abstract “and included the paragraph “ OPPINIONE “ as its component. Experimental verification, its results and conclusions showed that combined rendering training based on e- tutorial developed by the authors and Microsoft Teams platform activates students’ motivation and contributes to their involvement in the process. The experiment showed another strong point of distant learning: it made a great contribution to the development of students’ independence, self-discipline and responsibility. 220.

An Analysis of the Actual State of Academic Writing Support by Undergraduate Student Tutors as Shown in Session Dialogues

An Analysis of the Actual State of Academic Writing Support by Undergraduate Student Tutors as Shown in Session Dialogues

The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource

A good deal of research reveals the ways university students fulfil the needs of the reader in their academic writing. Little is known, however, about the ways writing tutors help students to understand their audience during the preparation stage. Understanding the reader's needs can be difficult for any student, but particularly for international students that may come from different linguistic, cultural and academic backgrounds, some of whom may little or no prior experience of writing an essay. As the numbers of international students at ‘Western’ universities continue to grow, understanding the pedagogical practices that enable them to develop as academic writers is vital. This study shows how, in real-life interaction, writing tutors make systematic and explicit reference to the reader as a pedagogical tool when advising international students. Using Conversation Analysis and Membership Categorization Analysis, this paper (i) explores the interactional contexts in which tutors invoke the reader, (ii) discusses the ways tutors construct particular characteristics and activities of a ‘standardized relational pair’ (writer-reader), and (iii) tracks the ways students respond in real-time. This study finds that advice-giving practices that include an invocation of the reader routinely results in students providing claims and demonstrations of knowledge and a general agreement. Analyses also explore occasions when this invocation requires further unpacking to help students understand. Findings show how the reader-invocations enable tutors to engage with broad principles, which can help international students adapt to new writing norms. This study builds on research on writing centres and advice-giving practices, then discusses practical implications for educators.

Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning.

BackgroundThe Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants’ interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applicant’s rationale for ethical decision-making. Minority applicants usually lack access to a network of individuals who can offer guidance and expertise on ethical decision-making. As such, this study investigated the impact of a CASPer coaching program designed for minority applicants.MethodsA free online intervention was designed to help minority applicants prepare for the CASPer test. The program consisted of 35 learners and three medical student tutors. Important attributes of the 4-week program included free access to a medical ethics book, feedback provision to in-class and homework student responses, and facilitation of a mock CASPer. Course feedback was collected. Additionally, a pre and post-program survey was administered to assess learners’ competence and confidence surrounding CASPer test-taking.ResultsOur pre and post-program survey showed significant student improvement in familiarity with the test, increased competence, confidence and preparedness, as well as reduced anxiety (p < 0.05).ConclusionsThrough peer-to-peer teaching and access to medical student mentors, our program addresses socioeconomic barriers that several minority applicants face when applying to medical school.

Video-based, student tutor- versus faculty staff-led ultrasound course for medical students \u2013 a prospective randomized study

BackgroundUltrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos.MethodsTwo ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick’s evaluation model with scale-rated closed and open questions.Results79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14–52% and 48–88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos.ConclusionsA ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.

Students’ Perception of the Student Support Service

In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.

“A Little Flip Goes a Long Way”—The Impact of a Flipped Classroom Design on Student Performance and Engagement in a First-Year Undergraduate Economics Classroom

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures due to the additional time and effort involved, especially so in case of technical subjects such as economics. This study experiments with a flipped classroom design in a first-year undergraduate economics course. The research was motivated by the fact that many undergraduate economics students do not engage with traditional lectures. They fail to acquire critical thinking, data handling and reasoning skills, which are thought to be at the core of the economics curriculum. In this flipped classroom format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to active learning pedagogies including quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. In order to evaluate the effectiveness of the flipped classroom format, I compared the final exam scores of students in the flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, students in the flipped classroom format were 1.61 times less likely to fail in the module as compared to students in a traditional classroom format. This format also resulted in better student engagement, more flexibility and enhanced student–tutor interactions within the classroom.

PROBLEMATIKA GURU DALAM PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS (ABK) SD INKLUSI TAMAN SISWA REJANG LEBONG

Children with special needs are those who need education provided according to each individual’s need. They should receive proper education in the same way as other normal children to develop their potential without any discrimination against their backgrounds. Inclusive schools become one of the answers to meet these needs. Many things must certainly be prepared by educational institutions before implementing the inclusive-based school model amid the community because this will be capable of minimizing learning problems in the future. Grounded in this issue, the researcher sought to find out more deeply the problems of implementing an inclusive education at Elementary School of Taman Siswa in Rejang Lebong. This study applied a qualitative approach, and the data were garnered by means of observation, interviews, and documentation. The data were further analyzed using qualitative analysis stages. This study found the following conclusions. The problems faced by teachers in terms of inclusive-school learning are teachers’ competences, no specific tutor for students with special needs, parents' knowledge, students’ difficulties in receiving materials, the readiness of school management, lack of government’s attention and public awareness. The efforts made by the school to overcome these problems include: implementing learning by using fun methods and media, involving students with special needs in each learning activity, providing additional time for students with special needs, and trying to make use of learning facilities individually.

A question of time and place: student tutors’ narrative identities in for- and non-profit contexts in Sweden

ABSTRACT This paper takes a neo-institutional approach to the increase in supplementary tutoring (ST) in Sweden, understanding it as an ongoing expansion of the institution of formal education. A narrative analysis of tutors’ narrated experiences of for- and non-profit tutoring improves our understanding of how actors animate the cultural clusters of the meaning of formal education in new educational contexts. The narrative identities of stand-by and self-sacrificing tutors illustrate how time and interpretation are crucial aspects of private tutoring in the dominant discourse on the importance of testing in formal education. The paper discusses the re-emergence of ST in Sweden and argues that the social and spatiotemporal settings of for- and non-profit tutoring relate to Swedish mainstream education in different ways, and that non-profit tutoring merits more attention from comparative international research on ST.

Words and deeds: A psychological perspective on the active nature of learning and understanding in higher education

This paper addresses the question of how it comes about that a student who has given plenty of indication that he can understand work in higher education nevertheless can feel that he has failed to understand a sizable chunk of work that others have managed successfully. It follows a line of thought developed during the author’s own teachingand research experience with young children and with tutors of students in further and higher education, concerning variation in understanding what is to be learned. It combines a prior interest in Pask’sconversation theory of learning with appreciation of the socio-cultural shaping of learning practices as expressed in such work as that of Säljö. Pask’s work is explored in terms of its helpfulness in examiningthe nature of success and difficulty in learning under tutorial instruction, in particular in pointing to the importance of defining those aspects of what might be called the architecture of a learning conversation thatare essential for the growth of understanding. It calls on consideration of understanding as a process towards, and achievement of, agreement between learner and tutor about the procedures of expressing andexplaining the conceptualisation of a topic in a knowledge domain. This leads to the need for recognition of the way practices in the acquisition and transmission of knowledge vary across different subject fields.Säljö’s work is particularly illuminating with its emphasis on the ways cultural practices as language impregnate activities, and shape the substance and nature of learning. The route to answering the originalquestion is seen as suggesting a set of possibilities that provide challenge and guidance for the conduct and understanding of learning and teaching in higher education.

The effectiveness of the Peyton's 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression.

BackgroundAcquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher.MethodsWe searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions.ResultsAn effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable.ConclusionPeyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

Gamified E-learning in medical terminology: the TERMInator tool

BackgroundProficiency in medical terminology is an essential competence of physicians which ensures reliable and unambiguous communication in everyday clinical practice. The attendance of a course on medical terminology is mandatory for human and dental medicine students in Germany. Students’ prerequisites when entering the course are diverse and the key learning objectives are achieved to a varying degree.MethodsA new learning space, the “TERMInator”, was developed at the University Medicine Greifswald to meet the medical students’ individual learning needs better. The interactive e-learning course serves as a supplement to the seminars, lectures and tutorials to rehearse and practically apply the course contents at an individual pace. It uses gamification elements and is supplied via the learning platform Moodle. The TERMInator was pilot implemented in two consecutive winter terms (2018/19, 2019/20) and comprehensively evaluated based on the general course evaluations and an anonymous questionnaire covering aspects of content, layout and user friendliness of the TERMInator and questions concerning the students’ learning preferences.ResultsThe TERMInator was rated very positively overall, which was also fed back to the lecturers during the classes. Students appreciate the new e-learning tool greatly and stress that the TERMInator should be further expanded. The handling of the TERMInator was considered to be very easy and, therefore, almost no training time was needed. The tasks were easy to understand and considered a good supplement to the seminar contents. The extent and quality of the images were seen rather critically. The students’ learning strategies differ. Although e-learning options were generally rated as very important, student tutorials were considered by far the most important.ConclusionsMedical terminology classes are characterised by heterogeneous learning groups and a high workload within a short time, which can lead to major challenges for the teaching staff. Complementary gamified e-learning tools are promising in view of the students’ different knowledge levels and changing learning behaviour.Trial registrationNot applicable.

Effectiveness of the Community-Academia Student Tutoring (CAST) Program in Enhancing Students’ Practice Placement Readiness

Abstract Date Presented 03/27/20 OT programs include clinical practice as a vital aspect of preparation for professional practice. The CAST program was developed to enhance OT students’ perceived readiness for their practice placement. This study evaluated the effectiveness of the CAST program as a useful prefieldwork program for fostering students’ feelings of competency and readiness for their practice placements. Primary Author and Speaker: Miri Tal-Saban Contributing Authors: Naomi Weintraub